Incoming Engineering Students Research Articles

Development and enhancement of spatial perception among university students for better retention

During the compilation of this article, the primary aim was the exploration of the available opportunities regarding the development and improvement of spatial perception, and the creation of a future plan for assessing the spatial intelligence of engineering students attending the University of Miskolc. After carefully studying several publications, the Barke-style test was chosen, which is showcased in detail in this article. In my version, the essence of the test would remain the same, only the the tasks would be altered, and the incoming engineering students would participate in the survey, in a way similar to the mathematical competency survey that already exists at the university. Depending on the results of the survey, my plans include the creation of recommendations as part of my research, aimed at strengthening spatial competency among the engineering students attending the University of Miskolc.

Changes in mathematical skills among freshman engineering students

This study investigates the critical transition from secondary to tertiary mathematics education, focusing on students’ challenges and the impact of curriculum reforms in Sweden. Through an analysis of diagnostic test scores and admission data from Umeå University over the period 2006–2021, we examine the evolving mathematical competencies of incoming engineering students and the broader implications of these shifts for educational policy and student preparedness for higher education. Our findings indicate a significant improvement in students’ mathematical readiness in the latter years of the study, correlating with the implementation of curriculum changes and variations in admission statistics. This research documents the positive outcomes of these educational reforms on student preparedness. It places these findings within a global context, highlighting the universal challenges and responses in mathematics education transitions. The study underscores the complex dynamics of the secondary-tertiary transition and provides valuable insights into the specific mathematical areas where students have shown varying degrees of improvement.

Increasing confidence and preparedness in incoming engineering students through a Summer Bridge Program

The transition from high school to postsecondary studies entails many challenges for students. Thus, postsecondary institutions have developed Summer Bridge Programs (SBP) to support students in this transition by improving academic and psychosocial preparedness while boosting general confidence and attitude toward the university or college. The EMBER program in the Faculty of Engineering at McMaster University aims to help students entering Engineering programs succeed academically and socially. The program is divided into three parts: self-paced online learning modules, synchronous online tutorials, and four-day in-person workshops. This paper explores students’ experiences and self-reported levels of confidence and preparedness. Three anonymous surveys were administered to students participating in EMBER. The initial results show that students’ self-reported confidence and preparedness levels increased after attending EMBER. Most students valued all parts of the experience. Future research will focus on assessing the extent to which the EMBER program improves academic outcomes.

Mathematics diagnostic testing in engineering: an international comparison between Ireland and Portugal

Concern has been expressed throughout Europe about the significant deficiencies in the basic mathematical skills of many engineering undergraduates. Mathematics diagnostic tests in the UK, Ireland and Portugal have shown these shortcomings, which provide a challenge to those striving to introduce more innovative educational practices into engineering education, such as projects or real-world problems. Every year, in the Dublin Institute of Technology (Ireland) and the Instituto Superior de Engenharia de Coimbra (Portugal), a diagnostic test is given to incoming first-year students. A comparison showed some potentially interesting differences between these students. In September 2013, a project was undertaken to compare mathematical competencies of incoming engineering students in both countries. A modified diagnostic test was devised and the results were then compared to ascertain if there are common areas of difficulty between students in Ireland and Portugal, or evidence of one group significantly outperforming the other in a particular area.

Incoming engineering students' self-assessment of their mathematical background

The aim of this study was to develop a tool to measure levels of mathematical knowledge gained in high school, as perceived by incoming engineering students. The study included 657 engineering students in the 2011–2012 academic year. Factor analysis was used to obtain a scale consisting of 47 items (Cronbach Alpha coefficient, 0.975). The mathematical knowledge scale consisted of five sub-dimensions (Integration, Differentiation, General subjects, Graphing and Limit) related to subjects in the high school mathematics curriculum. Engineering students were asked to evaluate their own levels of knowledge. There was a significant difference between average scale scores of students successfully completing the calculus I course during the first semester of university and those failing this course. This difference was in favour of the students completing the lesson successfully. Key words: Mathematical knowledge, engineering students, success in mathematics, mathematical knowledge scale

VIZ: the visualization assessment and training web site.

The VIZ Website (http://viz.bd.psu.edu/viz/) was developed as a free and open portal for assessment and training of spatial skills. Using Macromedia Authorware, it allows the collection of response times and accuracies from four spatial tasks: mental rotation, paper folding, water level judgments, and spatial working memory. Additional tasks are under development. The site has been used for a variety of teaching and research purposes. For example, incoming engineering students have completed the tasks to assess their spatial skills before beginning their graphics courses. Those with poorer skills can then receive the appropriate remedial instruction. The VIZ site has also been used to teach about spatial cognition and to do research outside the laboratory setting. Finally, we are using the site to conduct basic research on spatial cognition, including an examination of the factors that may reduce gender differences in performance.

What You Can Do to Improve Engineering Education

As stated in the 1995 Civil Engineering Education Conference (CEEC 95) Summary Report, effective civil engineering education is fundamental to ASCE'S vision of remaining the worldwide leader in civil engineering excellence. We have seen many suggestions in recent years on how to reform and sustain undergraduate engineering education. Forces driving this recent wave of suggestions include the growth of information technologies; restructuring of businesses in response to intensified global economic competition; and increasing diversity of incoming engineering students. We live in a time when companies are forced to adapt and adjust to a changing marketplace. Engineering educators have an obligation and a responsibility to do the same if we are truly to serve both industry and our students.

A study of the difficulties experienced with mathematics by engineering students in higher education

This paper describes a study undertaken to investigate the problem of the lack of mathematical expertise demonstrated by polytechnic engineering students. The study is based on a multiple‐choice diagnostic mathematics test, designed for the purpose, which was taken by incoming engineering students over a period of five years. The test aims to identify particular areas of difficulty. These difficulties are analysed and suggestions are made regarding their cause and alleviation. It has been confirmed that there is cause for concern at the overall mathematical ability of the students and it has been possible to identify certain areas of mathematics which appear to be difficult to a large proportion of students. It has also been possible to identify some of the common errors made by students in certain topic areas. Some suggestions have been made regarding the implications for teaching.